Preparing Novice Teacher Educators for Pedagogical Practice: The Impact of a Justice-Oriented Doctoral Course

• In Event: Poster Session 10
  In Poster Session: Teacher Development/Professional Development Posters

Abstract

This exploratory case study examines the impact of a doctoral course for preparing novice teacher educators. In Spring 2009, the author developed and taught a doctoral course to novice teacher educators focused on the pedagogy of teacher education—how teacher educators teach pre-service teachers—with a focus on modeling compassionate, critical, justice-oriented teacher education (Conklin, 2008). Five years later, the author followed up with course participants and explored how the doctoral course shaped these novice teacher educators’ learning and practice in their current work as teacher educators. The results suggest particular conceptual and practical tools (Grossman et al., 1999) that were salient to novice teacher educators’ development, but also highlight important areas of teacher educator preparation that warrant further attention.

Author

• Hilary Gehlbach Conklin, DePaul University